A6S 



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I HE SCHOOL REPUBLIC 



IN 



Indian Schools 



WILSON I. GILL, LL. B. 

Supervisor of Indian Schools. 



Sat.km Indian Training SCHOor. 

Ohkmawa, Oregon 

1912 



d 



^.j, xi'tiUoior 



AiJb 27 1912 






THE SCHOOL REPUBLIC IN INDIAN SCHOOLS. 



The rules for the Indian School Service, approved by the Secretary 
of the Interior, November 1, 1904, and now in force contain the follow- 
ing provisions relating to the general scope and object of the education 
of the Indian children by the Government of the United States: 

"l. The preparation of Indian youth for the duties, privileges, and 
responsibilities of American citizenship is the purpose of the govern" 
mental plan of education. This implies training in the industrial arts, 
the development of the moral and intellectual faculties, the establishment 
of good habits, the formation of character, and preparation for citizen- 
ship. The development of this plan should be through the medium 
of permanent and well-directed efforts. 

"3. These schools should be conducted upon lines best adapted to 
the devlopment of character and the formation of habits of industrial 
thrift and moral responsibility, which will prepare the pupil for the active 
responsibilities of citizenship." 

In order to carry out more fully and effectually this clearly expres.sed 
purpose of the general government "to prepare Indian youth for the ac- 
tive responsibilities of citizenship" it has been recognized that more spe- 
cific and definite efforts than have been made heretofore are demanded. 
The present policy of Indian education asset forth in the "Manual for 
Indian Schools" contemplates the alliance of Indian Schools with the 
systems of education in the several states to the end that Indian pu- 
pils may be more easily tranferred to the public schools and raised to a 
"position of worthy citizenship." 

It can truly be said that the goal of all Indian legislation is the final 
and complete absorption of the Indian population into the bodj^ politic 
with the rights, privileges, duties, and responsibilities of American 
citizens. It is coming to be understood that citizenship is an art and 
that no art can be learned except by the use of the tools and materials 
of that art under instruction. 

To this end the Commissioner of Indian Affairs has adopted a prac- 
tical working method of Civic Training, which for convenience is called 
the School Republic or School City, to be used in all Indian Schools. 
He also deems it ad visible to encourage the adoption of this method in 
the adjacent public schools which will undoubtedly greatly facilitate 
the transfer of Indian children to them, 

WHAT THE SCHOOL REPUBLIC IS. 

The School Republic is the laboratory method of civic training or ap- 
])renticeship, by which the pupils are led by their teachers through the 
actual governing of their own school community, to perform the du- 



2 THE SCHOOL REPUBLIC IN INDIAN SCHOOLS. 

ties of active citizenship, intelligently and faithfully. The three di- 
visions of popular government, legislative, executive and judicial, are 
established. Thus the pupils come to understand and to perform the 
functions of an adult citizenship, to recognize and protect their own 
and others' rights, and to co-operate for every good purpose. 

It teaches right living by educating in social relations. 

It develops character by imposing responsibilities. 

It teaches civic life and institutions by means of the daily experiences 
of the child in .school and elsewhere. 
• It educates by employing the normal activities of the pupil. 

It trains, not bj- precept, but by practice. 

It replaces repression of wrong-doing bj- expression of that which is 
right. 

It may be used to develop economy and efficiency in every direction 
in which young people are engaged. 

It tends toward peace and friendly relations at home and abroad and is 
capable of being made a most important factor in the world's per- 
manent peace and friendship. 

SOME FEATURES OF THE YOUTHS' DEMOCRACY. 

Children are trained to make laws by which to govern themselves in 
play and all other intercourse. These laws are based on regard for one 
another's rights and should i:)rovide so completely for helpful activ- 
ities that no inclination remains to offend in the matters which they 
prohibit. They are trained to hold elections, to provide appropriate 
duties and titles for tho.se whom they elect, and to perform the duties 
of citizens and of officers. All officers should be elected or appointed by 
the pupils, not by the teacher. 

The children may deal with all matters of disorder with which their 
teachers intrust them, such as fighting, cigarette smoking, bad lan- 
guage, uncleanliness, and also with constructive matters such as orna- 
menting the school room and grounds, making and erectijig swings, 
teeters, merry-go-rounds, playhouses, and other playground apparatus, 
roads, paths, sheds, barns, hog houses, chicken hou.ses, improvements 
and repairs, all sorts of manufacturing which can be made practicable 
for young people, planting trees, co-operating with the Red Cross, 
with the police, health, .street cleaning, park, play grounds and other 
departments of adult government and all other worthy organized activ- 
ities of children and adults. 



THE SCHOOIv REPUBIvIC IN INDIAN SCHOOIyS. 3 

THE FORM— SIMPLE OR COMPLEX. 

The gov^ernment may be very simple, consisting of only one or two 
of the three departments, law-making, law-enforcing, and law-explain- 
ing, with a head officer for each department. However, it is desirable 
to include all three departments, and except in kindergartens and first 
and second primary grades, to have a separate clerk for each one of the 
three departments. The form may be still more complex, according to 
the judgment of the superintendent or the teacher using the method . . 

It may follow more or less closely national, state, municipal, county, 
town, territorial or other forms of government. It avoids privileged 
classes and obsolete forms and titles. It may employ the initiative, re- 
ferendum and recall, and it may use the commission form of govern- 
ment. 

The form of government is not so important as the right spirit of 
citizenship. The form of democracy may be the most effectual tool of 
tyranny, without this. 

MANY NAMES AND APPLICATIONS OP THE SYSTEM. 

It is called by many names, such as Children's Democracy, Youths' 
Commonwealth, School Republic, School State, School City, County, 
Town, or Village, Boys' Republic, Girls' Republic, Pupils' Self-govern- 
ment, etc. It is a method which provides for the constant practice of 
citizenship, teaching and leadership for use in all colleges, public and 
private schools, playgrounds, camps, clubs, and wherever young people 
are associated more or less permanently, and is in effect a social, civic 
and pedagogical apprenticeship, under instruction. 

THE ORGANIZATION. 

The pupils in each school room electa mayor, president of city coun- 
cil, judge, and in all grades above the second or third, a city clerk, 
clerk of council and clerk of court, treasurer and such other officers as 
circumstances may require. All the pupils in the room are so few that 
it is practicable for them to take a direct part in legislation as the people 
of New England do in their town meetings. They may consider them- 
selves as members of the council, or the}^ may elect a few councilmen 
to represent them and attend to the legislative work. 

The mayor, with the concurrence of the city council, may appoint a 
captain of police and four police officers, two boys and two girls. In 
the same way he may appoint officers of cleanliness and health, and 
others to look after the various interests and activities, such as the li- 



4 THE SCHOOIv REPUBLIC IN INDIAN SCHOOLS. 

brary, gymnastic apparatus, printing, publicity plants, games, etc. 

Several School Cities constitute a State, with governor, lieutenant- 
governor or president of the legislature, chief justice and legislature 
consisting of the whole body of citizens, or of boy and girl delegates, 
one of each from each School City, Town or County. 

Several School States may constitute a School National Government. 

For moral influence and civic practice, elections are held at least four 
times a year, in some schools monthly and in kindergartens and first 
and second grades more frequently. 

As the President of the United States is advised and helped by his 
cabinet, and adult judges by lawyers and decisions of other judges, so 
the pupil officers are advised and helped bj^ the teachers. The court 
and the police department are specially valuable as a means of instruc- 
tion. The children are taught that the officers are not for officiousness 
but to help to maintain order and for kindly service to all the citizens. 

THE TEACHER. 

The teacher's absolute authority is not lessened in the slightest, but 
if he is tactful, he will seldom if ever have to use it. The teacher does 
not become a citizen of the school republic, but he is the guide and 
friend, representing the authority of the adult people as the Governor 
of a state does that of all the people of the state, and bearing the same 
relation of teacher, in civic as in mathematical or physical training. 
The degree of success in any given school is dependent, as is a method 
of teaching mathematics or drawing, upon the tact and interest of the 
teacher. 

NOT DEPENDENT ON AGE OR NATIONALITY. 

Success of the method does not depend on the age of the children or 
nationality of their parents. It should begin in the kindergarten 
and continue through the college. It is not an experiment, but a 
method which has been in successful use for a number of years, and 
has been adopted by the United States Government for use in every In- 
dian school. 

SOME GOOD RESULTS. 

This method has succeeded in helping boys and girls to build good 
character where old methods had failed. It produces good discipline 
and a greater interest in all school work. It increa.ses self-respect and 
develops a regard for others' property rights, cleanliness and for all 
sanitary regulations, and thus it improves the health and reduces the 



the; SCHOOIv republic in INDIAN SCHOOIvS. 5 

volume of misery that exists. Children learn that health as well as 
happiness and prosperity is greatly enhanced by cleanliness and good 
morals, and cleanliness always and naturally follows an improved moral 
condition. A writer has said, "Cleanliness is next to godliness, and 
follows closely -in its train. When one becomes elevated in his ideals 
he naturally notes his filthy surroundings by contrast and seeks to im- 
prove them . ' ' Thus it may be noted that the School City is calculated 
to contribute largely toward the health and welfare of the community. 
This method appeals to reason rather than to emotion and cultivates 
a love for the good and true. Children who are trained in the School 
Republic cannot fail to make citizens who will attend to their duties as 
such, and will take pride, not only in doing right themselves, but in 
insisting that others shall do right. The Golden Rule may thus become 
a watchword in every home. The idea of what constitutes good citizen- 
ship will become indelibly impressed upon the mind of the pupil while 
he is learning to practice good citizenship. 

HISTORY OF THE SCHOOL REPUBLIC. 

In a public school in New York City in 1897, eleven hundred Russian- 
Jewish boys and girls, from five to fifteen years of age, were organized 
as a city. They were told that the most successful citizenship is based 
on cleanliness, obseivation of the Golden Rule in all the affairs of life, 
independence of character and co-operation for every good purpose. 
They accepted this gospel eagerly and the moral, civic and educational 
results were most gratifying. 

Much was published on the subject in America and abroad, resulting 
in some successful school republics in many countries. 

Major General I^eonard Wood, Military Governor of Cuba, put the 
method into use in every public school in the island, with excellent re- 
sults. 

For eight or more years it was found to be a success in the Indian 
Service and in 1911 the originator of the method was appointed Super- 
visor to extend the use of the method throughout the Service. 

FRAMEWORK OF THE SCHOOL REPUBLIC. 

1. Each room ma}^ be organized as a school city, village, town or 
county. The school city plan is sufficiently simple for a kindergarten 
and is more convenient for developing than the others. It may have a 
commission form of government. 

2. All the pupils in the room may be members of the city council. 
This gives a definite part for each teacher and each pupil to perform. 

3. All school cities of one building may be joined in a School 



6 THE SCHOOI. REPUBLIC IN INDIAN SCHOOLS. 

State, if the number of school rooms is small, but if there are many 
school rooms, there maj^ be two or more states, the youngest in one 
state and the eldest pupils in another. Several states may be combined 
in a national government. In boarding" schools each dormitory or group 
of cottages may be a state, or each a city and several together a state. 

4. The form of the school state and national government may be 
almost exactly the same as that of the school city. Of course, the titles 
of the officers are different. 

5. The state legislature may consist of all the citizens of the state, 
or it may consist of delegates, in which case, let each school city elect 
two representatives, a boy and a girl, to the state legislature. 

6. The teachers in this, as in arithmetic and all other school work, 
are teachers and not citizens or officers. 

HOW THE YOUTHS' COMMONWEALTH IS ORGANIZED. 

The logical procedure in establishing a youths' commonwealth or 
school republic is as follows: 

1. Some one explains to the young people the need of our country 
and of all civilization that all persons should be trained while children in 
the habit and character forming part of life, to understand the principle 
of care, kindness and consideration for others expressed in the Golden 
Rule, which is the basis, of true democracy and of all valuable construc- 
tive work, and to apply this systematically to all the private and public 
affairs of life. 

2. The pupils sign a petition asking for the privilege of being trained 
to apply this principle of democracy to all the affairs of gov^ernment and 
of life, and pledging their loyalty to this principle and all legal author- 
ity. This ceremony is desirable, but not necessary, and to .save time in 
organizing may be omitted. In this case they should be asked to pledge 
loyalty to all lawful authority. 

3. The pupils are presented with a charter which describes briefly the 
machinery of their government. This may be given to them later, if 
the organizer, for any reason, thinks best. 

4. The pupils adopt a brief code of fundamental laws, based on that 
principle which is expressed in the Golden Rule. 

5. The pupils elect officers for the various purposes of government. 

6. The teachers, in the cla.ss rooms and elsewhere, help the children 
to understand their charter, their rights and their duties as citizens and 
officers. 



■ THE SCHOOL REPUBLIC IN INDIAN SCHOOLS. 7 

SCHOOL CITIES IN SINGLE SCHOOL ROOMS. 

The whole body of pupils belonging in one school room may act as 
the city council or legislative body, as the people do in a New England 
town meeting. . They may elect, by raising their right hands, a presi- 
dent of the council, who should not be the mayor or other officer. 

It is well to elect in this order; mayor, judge and president of the 
council. These three officers are all that it is necessary to have elected. 
If the children are old enough to write they shbuld have one clerk for all 
three departments, Imt preferably one for each as follows: Clerk of the 
council, city clerk, clerk of court, and a treasurer, should there be oc- 
casion for this. 

It is well for the city council to provide for the appointing by the 
mayor of two commissioners of health, a boy and a girl, to see that the 
citizens clean the mud from their shoes and are in good shape general- 
ly; a commissioner of public works to look after raising the flag, ring- 
ing the bell and such matters; two commissioners of games, a boy for the 
boys and a girl for the girls, to suggest games and arrange for good 
times; two commissioners of social service, to see that newcomers are 
introduced and are made welcome and happy, and to perfoi-m other so- 
cial services; a librarian; and commissioners for any other special work 
that may occur to the teacher or the young citizens, either at the time 
of organizing or after gaining some experience with the new government. 
One of the points of special value in the school city is that it provides 
a reason for consultations between the pupils and teachers in all such 
matters . 

It is a good plan, though not necessary, to have all children sign a 
petition asking for their citizenship. This petition, it is well to take 
up from time to time and discuss with the children, not only that they 
shall thoroughly understand it but that they may keep in mind the im- 
portance of their undertaking and of their pledge. A very short peti- 
tion would answer for registering their request an:l for some other pur- 
poses of the moment, but would not be of the same educational and 
moral value afterward, as one that recounts with some care the reasons 
for asking for the privileges and the conditions agreed to. 

SOME ESSENTIAL FEATURES. 

Many school democracies have been successful without having fol- 
lowed such a plan of organizing as described above, i)ut the following 
features are essential to the best success: 

1. The teacher should be thoroughly and continuously interested to 
make a success of the government. 



S THE SCHOOL REPUBLIC IN INDIAN SCHOOLS. 

2. The pupils are made to understand that the principle which is 
expressed in the Golden Rule must be the foundation of their laws and 
their guide in the practices of life. 

3. The pupils elect officers to attend to the business of the govern- 
ment. 

4. These officers may be authorized by the legislative body to ap- 
point others. 

5. The teacher is not a citizen of the pupils' government and makes 
no appointments of officers. 

6. The teacher's authority, received from the school board, or other 
governmental authority is in no way changed. 

7. The teacher's relation to the children in their citizenship and 
govefument is the same as in other school matters, which is to give in- 
spiration and to guide, as for instance, in teaching arithmetic, the 
teacher makes the pupils independent in solving problems, as soon as 
po-ssil^le, but at the same time helps them to keep up their interest, to 
understand their problems, to express their newl}^ gained knowledge of 
the subject, and to see and correct their errors. 

8. The form of the government, however simple or complex, must 
be such that it will, so far as it goes, give only right ideas of the Amer- 
ican system of government. 

9. Errors, slipping, and even failures in various particulars are ac- 
cording to human nature, and should not discourage any one in this 
work more than in an}^ other. 

10. Good order among the pupils bj^ discipline imposed by them- 
selves, is a by-product, not the main object. 

11. An object is to enable the teachers to utilize systematically for 
the benefit of every pupil, the well known fact that endeavoring to 
teach is the surest and best way to learn the thing which is to be taught. 
This idea has been successfully developed by means of having the 
elected officers of the pupils' government conduct recitations, under the 
guidance of the teachers. This principle may be applied in industrial 
as well as academic training. 

12. The main feature of the Youths' Commonwealth or Republic is 
that the spirit and consequenth* the personal conduct of the individual 
pupils, separately and collectively, shall be right wherever they are and 
howev^er they may be engaged. This is not confined to class instruc- 
tion, book study and recitations as in the case with the study of mathe- 
matics. However, the book work in this connection can not be avoided. 
The proper place for it is in that part of the curriculum which is given 
to civics. Teachers may find opportunities in connection with every 
feature of school work to impress good ideas of personal conduct which 
tend toward good civic conditions. 



THE SCHOOIv REPUBIvIC IN INDIAN SCHOOIvS. 9 

13. Democracy tactfully applied in the school does not distract inter- 
est from the regular school work, but increases it, and serves as a lubri- 
cant in all of the school work, lessening friction in every direction. The 
Golden Rule becomes part of the constant practice, and thereby polite- 
ness, kindness, good manners and good character are fostered. 

ADVICE TO YOUNG CITIZENS. 

1. For officers, choose those who you think will serve best, even if 
you do not fancy them, and do not vote for any boy or girl just because 
you like him or her. 

2. If there are more candidates than one for an office, say all you 
wivsh in favor of one, but nothing against the others. Exceptions to 
this rule may be tactfully met by the teacher. 

3. If you vote against any one, and he is elected, you must help this 
officer just as earnestly as if 3''0U had voted for him. 

4. If you are asked to come before your judge, you should do so 
willingly and you should do your best to help him understand exactly 
what happened. Do not try to get out of a difficulty by trying to cover 
the facts or to deceive th 2 judge. When the judgment is rendered 
with the approval of the teacher, take it as you would medicine, and be 
as good natured as possible. 

5. Remember that in this as in arithmetic, your teacher is responsi- 
ble, and will do her best to correct your mistakes and to help you to 
avoid making errors. You must help her to help you. If you should 
fail to keep order the state requires that your teacher shall do whatever 
is necessary just the same as if you had no republic. 

6. You must learn to co-operate for the general good, with every 
citizen, whether you like him or not. You must bury your prejudices, 
and your motto must be, "Whatever other persons may think or say, I 
shall act kindly and help whenever I can to make things go right." 

7. If you are elected or appointed to any office, accept it and do j'our 
best to preform your duty as an officer. 

8. Have the term of office not longer than from four to ten weeks. 
It is well to start with four weeks, or less. 

9. Make good rules and do your best to live up to them. 

PLEDGE. 

Recognizing that it is a great privilege which has been granted to us, 
we solemnly promise that we will be loyal, obedient and faithful to 
every branch of our government from that of the United States of 
America and our State, to our own local vSchool Republic, and to all 



10 THE SCHOOIv REPUBLIC IN INDIAN SCHOOLS. 

lawful authority; that we will endeavor to make good laws and to ob- 
serve them; that we will use our best judgment in choosing officers; 
that when chosen to any office we will accept the responsibility, 
and perform the duties to the best of our ability; that we will encour- 
age and help our officers without reference to the way our individual 
votes may have been cast; that if summoned to appear in court we will 
comply, and give everj' reasonable assistance to enable the judge to 
discover the truth and to arrive at a just decision, whatever our relation 
may be to the case; that we will abide by the judgment of our court, when 
approved by the principal of our school; and that we will, to the best of 
our abilit}', perform faithfully all the duties of citizenship. 

SCHOOL REPUBLIC LAWS 

Chapter I. The General Law 

Do good to othei's whatever they do to you. This natural law, without 
which no popular government can succeed, is the general law to which all 
other laws and regulations must conform. 

Chapter II. Things Prohibited 
Article 1. Do no wrong to any one. 

Order 
Art. 2. Anything which disturbs the order in halls, classrooms, or in any 
place within the jurisdiction of this government, is prohibited. 

Art. 3. Anything which is profane, rude, immodest, impure, impolite or 
unkind to any living creature is prohibited. 

Cleanliness 
Art. 4. Anything which detracts from the neat and orderly appearance of 
our community is prohibited. 

Health 

Art. 5. Anything which detracts from the healthful conditions of our 
community is prohibited. 

Public and Private Property 
Art. 6. Anything which mars or destroys property is prohibited. 

Chapter III. Duties 
Article 1. Every citizen shall make every reasonable effort to aid in the 
enforcement of law and in bringing wrong doers to justice by lawful means. 
Chapter IV. Punishments 
Article 1. Any citizen violating any law of this government shall be subject 
to punishment not less than a reprimand and not greater than a withdrawal of 
the rights of citizenship. No punishment shall be to inflict disgrace. 

Art. 2. Punishment shall not be carried into execution before it has been ap- 
proved by the teacher or principal of the school, and then it must be put into 
effect promptly. 

«JlIi;.MAM'A INDIAN SfllOOl. 



THE SCHOOL REPUBIvIC IN INDIAN SCHOOLS. 11 

VERY LITTLE CITIZENS. 

Very little children can understand and apply some civic ideas. The 
following- incident will illustrate this and serve to show how they may 
be organized as a School City: 

In a Boston kindergarten of forty children of four to six years of age, 
they were asked if they had ever seen any orange skins on the side walk. 
Instantly every child was alert and ready to tell all about it. The 
mother of one of them had slipped on a piece of orange peeling and fall- 
en and broken her arm. As soon as it was suggested that they have a 
law against dropping fruit skins on the side walk, every child was eager 
and all held up their hands for it. They voted in the same way to kick 
any thing of the sort into the gutter, and against littering the side walks 
and streets with paper or trash, marking houses and fences with chalk 
or any thing else, quarrelling, fighting, uttering bad words and against 
all uncleanliness, and in favor of kindness at all times. A five year 
old boy proposed that they have a law against spitting on the side- 
walk. This was carried unanimously. 

The children were told that they would probably forget their laws 
unless they should have some little policeman to keep them reminded, 
and that there would need to be new ones every day. Every child ex- 
cept one wee girl was anxious to be a police officer. 

They were told that they could not have any policeman unless they 
should have some boy or girl to pick them out. Bernard Solar, who 
suggested the law against spitting, arose and said, "l can do that! 
I can find good ones!" A child on the other side of the circle being 
called on for a nomination, named Bernard. Another child did the 
same and he was elected unanimously. 

The children were told that Bernard Solar would be the mayor, where- 
upon the little fellow arose and most earnestly remarked, "Thank you! 
I have seen the State House and I will be a good mayor!" 

Mildred Young was elected judge and Harry Shaler president of the 
city council and all the pupils were members of the council. 

The mayor was told to give one of the teachers the names of two boys 
and two girls to be policemen, whose business it should be to be espec- 
ially kind and helpful to every person. He walked around the big circle, 
inspecting every child from head to foot. When he came to a certain 
boy he stopped longer, then .stretched out his hand dramatically toward 
the little urchin and slowly and distinctly pronounced his name, "Ka- 
zar Ba-go-shi-an!" and turning to me said, "He will do!" A number 
of boys were scanned and passed , and Saul Rosen was approved and 
announced. The same process, all his own, was followed to find the 
two girl policemen and Ester Isen.stein and Marie Scollar were chosen. 



12 THE vSCHOOIv REPUBLIC IN INDIAN SCHOOLS. 

The mayor appointed Bettina Mikol and Harold Danosofsky to be 
commissioners of cleanliness to inspect for clean faces, clean hands, 
clean shoes, combed hair, etc. President Shaler announced all the 
appointments, took separate vote on each and in each case, having fully 
mastered the vi^ords, clearly and distinctly announced, "This appoint- 
ment has been approved." 

The newly elected and appointed officers, without a smile stood fac- 
ing the citizens. The}^ were asked if they would do their best to learn 
their duties as officers and to perform them faithfull}^ and kindly. They 
raised their right hands and said "l promise." They were then decor- 
ated with their celluloid badges of office, each officer following the lead 
of the nia3^or, after being decorated, said "Thank you." 

The officers took their seats and the organizer said, "Now children 
your little city is organized. Be just as good citizens as you can be. 
Good bye!" The little ones stood and responded with a will, "Good 
bye! Mr. Gill!" 

SCHOOL CITY CHARTER. 

ARTICLE I. OBJECT, NAME, TERRITORY, CITIZENS, POWERS. 

Section 1. Object. The object qf this School City is to train the 
citizens in the practice of the Goien Rule, independence of character 
and co-operation for ever3^ good pup/ose, in school, at home and every- 
where. 

Sec. 2. Name. The name of this School City shall be determined by 
a majority of the citizens at the time this charter is adopted. 

Sec. 3. Territory. The territory of this School Cit}^ is the school and 
so much of the district in which the pupils live as is not otherwise pro- 
vided for. 

Sec. 4. Citizens. Every child who is or shall be a pupil in this 
schoolroom division shall be a citizen of this School City. 

Sec. 5. Powers. The city shall have the right to make, to enforce 
and adjudicate laws. 

, ARTICLE II. RIGHTS AND DUTIES. 

Section 1. Rights. Citizens shall have the right to nominate and 
elect officers, to work and play without unlawful interruption. 

Sec. 2. Duties. It is the duty of the city to protect the rights of all 
citizens and promote the general welfare; and of citizens to practice the 
Golden Rule and be obedient to every lawful authority. 

ARTICLE III. OFFICERS, NOMINATIONS, ELECTIONS. 

Section 1. There shall be a mayor to see that the laws are obeyed, a 
judge to decide what is right and what is wrong, and a president of the 



THE SCHOOIv REPUBLIC IN INDIAN SCHOOLS. 13 

city, council to preside over the meetings of the city council. All the 
citizens shall be members of the council. 

Sec. 2. There may be health, police and any other officers that the 
council shall authorize, to be elected by the citizens or to be appointed 
by the mayor. • 

ARTICLE IV. THE TEACHER. 

Section 1. The teacher is not a citizen or officer, but teacher, guide 
and friend, whose authority is not changed and whose sanction is need- 
ed to validate every action of the School City. 

Sec. 2. This charter shall take effect when adopted by a majority of 
the citizens and signed by the mayor and the teacher. 

Date Mayor 

Teacher 



CONSTITUTION OF THE SCHOOL STATES. 

Grateful to Almighty God and to the Government of the United States 
of America for the privilege of being taught the principles and trained 
in the right practices of independent citizenship, economy, efficiency, 
justice, kindness, independence of character and of co-operation for 
every good purpose, public and private, we, the pupils of an Indian 
School, do hereby accept and confirm the following constitution: 

CHAPTER I. NAME, TERRITORY, CITIZENSHIP, ELEMENTS 
OF GOVERNMENT. 

Section 1. The name of this state may be determined by a majority 
vote of the pupils at the time of their accepting and ratifying this con- 
stitution. 

Sec. 2. The state shall consist of several school rooms, each being 
organized as a village, town, county or city. Each city may elect a 
mayor, president of the council and judge. All the pupils of the room 
will be the council or legislative body. Clerks and other officers may be 
elected. The city may have a commission form of government. The 
state may consist of the pupils of one dormitory. 

Sec. 3. The territory of the school state is the school district or res- 
ervation in which it is located, or a dormitory and adjacent territory. 

Sec. 4. Every pupil is a citizen of the School State and may be 
elected to office. 

vSec. 5. The government shall have a legislative, an executive, and 
a judicial department and the citizens shall elect a separate head for 
each. The title of the head of the executive department is Governor, 
of the legislative department is President of the Legislature, of the ju- 
dicial department is Chief Justice. There may be one clerk for the three 



14 THE SCHOOIv REPUBLIC IN INDIAN SCHOOLS. 

departments, or three clerks, one for each department. The legislative 
department maj^ establish other offices when needs arise. 

Sec. 6. The term of office shall be ten weeks or less. 

Sec. 7. An officer shall not be re-elected to serve more than two full 
terms in succession. 

CHAPTER II. LEGISLATIVE DEPARTMENT. 

Section 1. The legislative department shall include every citizen. 
It may or it may not, as shall be decided Ijy the superintendent or prin- 
cipal of the school, delegate its power in part to a body chosen by the 
citizens and to be called the State Legislature of six or more members. 
In a school of both boys and girls, in which a legislature of delegates 
has been established, two or more citizens should be elected in each 
room as members of the legislature, one half of the members being bo3\s 
and the other half girls. 

Sec. 2. All laws, before they take effect, must receive the signature 
of the superintendent of the .school and the governor or in li^u of the 
governor's signature, a two-thirds majority of the legislature. 

Sec. 3. Every legislative act must be by a resolution or bill. Every 
bill shall begin with the following clause: "Be it enacted b}^ the Leg- 
islature of the .... School vState that — " 

CHAPTER III. EXECUTIVE DEPARTMENT. 

Section I. The governor shall be the chief executive. It shall be his 
duty to see that the laws of the vState are obeyed; to recommend to the 
legi.slature all such measures as he deems expedient; to appoint com- 
missioners and heads of departments and remove them if there shall be 
cause for doing so; to submit his appointments to the legislature for 
confirmation and if the legislature fails to confirm an appointment, to 
make such new appointments as the legislature will confirm. 

Sec. 2. The President of the legislature shall preside at all meetings 
of the legislature and in the absence or disability of the governor shall 
perform the duties of the chief executive. 

Sec. 3. The Secretary of State shall keep the records of the State 
and unless there should be elected separate clerks of the legislature and 
court, he shall perform the duties of those offices. 

CHAPTER IV. JUDICIAL DEPARTMENT. 

Section 1 . The Chief Justice shall hold court whenever an occasion 
demands. There should be a session of the court at a regular time each 
week. If there is no business to transact, the ju.stice should 
announce this and declare the court adjourned to the next regular date. 

vSec. 2. It shall be the duty of the justice to encourage brevity, di- 
rectness, promptness of decision and action, pleading guilty when guilty, 
a full disclosure of the truth without a demand for witnesses; and to dis- 



THE SCHOOIv REPUBLIC IN INDIAN SCHOOLS. 15 

courag-e quibbling and all endeavor to cover the truth or escape justice. 

Sec. 3. A teacher should be present at every session of the court to 
suggest methods of solving the judge's problems, as if they were prob- 
lems in arithmetic, to point out errors before a decision is reached and 
to give sanction to the judgment. 

Sec. 4. Such penalties as tend to humiliate or make the offender ap- 
pear ridiculous, should be avoided. The justice should keep in mind 
the fact that the object of the court is not to punish but to prevent 
wrong doing in the future. 

Sec. 5. No sentence shall be carried into execution before it has 
been sanctioned by the teacher, principal or superintendent. 

CHAPTER V. MISCKLLANEOUS. 

Section 1. The part of the superintendent, principal and teachers is 
to recognize; first, that the school democracy is not a machine, but a 
method by which they may lead and train the pupils in independence of 
character and co-operation for every good purpose; second, that by the 
introduction of citizenship in the school, their authority is not affected 
in the slightest; third, that boys and girls in general are so earnest in 
their desire for good thought and action, constructive work and right 
conditions, that the success or failure of the democracy, exactly the same 
as of all other school work, is dependent wholly upon the maintained 
interest, respect, tact, and enthusiasm of the teachers and other school 
authorities. 

Sec. 2. A majority of the citizens of the School State, with the con- 
sent of the principal of the school, may adopt as amendments to this 
constitution any features which are contained in any more elaborate 
constitution which is sanctioned by the same authority that grants the 
right to adopt this constitution. Any other amendment of this consti- 
tution, before it takes effect should be sanctioned by the Supervisor of 
Civic Training. 

Sec. 3. The constitution shall take effect immediately. 

Date Governor 

Sec. of lyCgislature 

Principal 

Superintendent 

CIVIC CREED. 

God has made of one blood all nations, and all of us are his children, broth- 
ers and sisters. We are citizens and we believe that our Flag stands for ser- 
vice and for co-operation for the good of all the people. We want to be true 
to our citizenship and will show our love for all mankind by our works. 

Our country asks us to live for her, and so to live and so to act that her 
government may be pure, her officers honest, and every part of her territory 



16 THE SCHOOL REPUBLIC IN INDIAN SCHOOLS. 

fit for the best of men and women; and that we co-operate with our brothers 
and sisters in every land for peace, prosperity, good will and best conditions 
in our own homes and neighborhoods, and throughout the world. 

CONSTITUTION OF THE CHEMAWA INDIAN REPUBLIC. 

We, the pupils of an Indian school, grateful to Almighty God that 
there has been granted us by the United States Government the right to 
enjoy the privileges and to perform the' duties of citizenship gladly ac- 
cept and confirm this Constitution, to the end that we shall be trained 
individually in leadership and in teaching and to take the initiative in 
private and public affairs; to think and act independently and vigorous- 
ly and in co-operation among ourselves and with our teachers and pub- 
lic authorities for cleanliness, for health, for good manners, for prosper- 
ity, for the convenience and beauty of our environment and for every 
good purpose; to establish the habit of practicing the Golden Rule in all 
the affairs of life; and that we may be trained in encomony and effi- 
ciency in the use of time, energy, books, tools and materials. 

ARTICLE I. 

Section 1. All legislative powers herein granted shall be vested in 
a Congress of the Republic which shall consist of all the citizens or of 
representatives elected by the citizens. 

Sec. 2. The Congress, if composed of elected representatives, shall 
consist of two representativ-es from each state, elected at large by the 
citizens of the state and may be known as senators; and fifteen rep- 
resentatives, or more if desirable, at least one from each state, the re- 
maining number to be apportioned to the states in proportion to their 
number of citizens. The Congress may sit as a single house or as two 
houses; if as two houses, appointments by the president shall be con- 
firmed by the Senate. 

Sec. 3. The Vice-President of the Republic shall be the President of 
the Congress. 

Sec. 4. The Congress may provide such officers as it may find de- 
sirable for the transaction of its business. 

Sec. 5. The Congress shall have power to enact laws affecting the 
welfare of the Republic. 

Sec. 6. PC very legislative act must be by a resolution or bill. Every 
bill shall begin with the following clause: "Be it enacted by the Con- 
gress of the Republic of Chemawa, that — " 

Sec. 7. All legislative acts shall become effective when approved by 
the President of the Republic and the Superintendent of the school. 

Sec. 8. The territory of the Republic extends over the lands of the 
School and the district or reservation in which it is located. 



THE SCHOOIv REPUBIvIC IN INDIAN SCHOOLS. 17 

ARTICLE II. 

Section 1. The executive power shall be vested in a President of the 
Republic, to be elected by a majority of the whole bod^^ of citizens. He 
shall hold office during a term of ten weeks or until his successor is 
elected and shall not serve more than two terms in succession. 

Sec. 2. The President shall appoint a Secretary of State whose ap- 
pointment shall be subject to confirmation by a majority of the Congress, 
whose duty will be to preserve the records of the. Republic, and perform 
such other duties as ma}^ be prescribed by the Congress. 

ARTICLE III. 

Section 1. The Judicial power of the Republic shall be vested in a 
Supreme Court, the judges of which shall be appointed by the presi- 
dent of the Republic and confirmed by a majority of the Congress. 

Sec. 2. The court shall have two branches, one for the boys and 
one for the girls. 

Sec. 3. The judges of the Court may appoint such clerks and other 
officers as may be desirable for the transaction of its business. 

Sec. 4. The judicial power shall extend to all cases, in law and 
equit}^ arising under this Consitution and the laws of the Republic, and 
cases arising between states, and between citizens of different states, or 
in which a state and citizens of another state become a party, and to 
all cases not provided for in the state and municipal courts. 

Sec. 5. Decisions of the Supreme Court shall not become effective 
till signed by the Superintendent of the School. 

ARTICLE IV. 

Section 1. Where in this Constitution it is provided that a choice 
may be made between two or more methods, this choice shall be made 
by the Superintendent of the school. 

Sec. 2. Amendments to this Constitution may be made whenever 
two-thirds of the citizens of all the states or two-thirds of the states 
comprising the Republic deem it necessar}^, providing such amendment 
is approved by the Superintendent of the School and the Supervisor of 
Civic Training. 

Sec. 3. This Constitution shall take effect immediately. 

Date I-— 

' President 

vSuperintendent 

Supervisor of Civic Training 



18 THE SCHOOL REPUBLIC IN INDIAN SCHOOLS. 

COMMISSION FORM OF GOVERNMENT IN AN EIGHTH GRADE 
ROOM AT THE CUSHMAN INDIAN SCHOOL. 

The Ma\'Or is Ex-officio Commissioner of health and sanitation. He 
oversees the cleaning of the schoolroom and the destruction of waste 
paper, etc. 

The Commissioner of Public Works has charge of streets and public 
buildings, therefore to him is assigned the duty of inspection of halls, 
porches and seeing that paper is kept off the grounds of the vicinity of 
the school room. 

The Commissioner of Light and Water has charge of the heat, light 
and water, attends to the radiators, ventilation, raising and lowering 
curtains and on dark days turns on the electric lights. 

The Commissioner of Public Safety takes the place of the teacher in 
her absence and renders other assistance to the teacher. 

The Commissioner of Finance has charge of the store-room. 

The five commissioners appoint a clerk who has charge of records, 
and a librarian who has charge of the distributing of papers, books and 
supplies. 

The Judge decides what shall be the penalty for infractions of the 
rules. 

PETITION FOR CITIZENSHIP. 

To Whosoever May be in a Position to Grant Our Petition: 

We, the undersigned pupils, pray that you grant to us the privileges 
and responsibilities of American citizenship, now, while day by day we 
are spinning our lives into strong, unbreakable habits, and weaving this 
warp and woof into our permanent character. 

We have learned something of the spirit of our American institutions, 
of the history of our country, and of present conditions. Though our 
people are prosperous, a deplorable civic condition has been pointed 
out to us, that a large part of the intelligent men who were educated as 
we are now being educated do not perform the fundamental duties of 
citizenship, such as attending primaries, voting at city elections, and 
serving on juries. Thereby the democratic foundations of our great 
republic are endangered. We have been shown how we may be saved 
from such a fate by being trained into faithful and effective defenders 
and developers of the democratic rights to which we are heirs, though 
we have not yet come into our heritage, and we adopt these words and 
sentiments, which have been submitted to us, to be our own, and pray 
that you will seriously consider and grant our petition, which, stated 
more in detail, is: 

That we may be permitted to govern ourselves, make laws, elect our 



THE SCHOOIv REPUBIvIC IN INDIAN SCHOOLS. 19 

own legislature, executive and judicial officers, and be instructed how 
to do these things, and that we be given a charter defining these rights 
and duties; 

That we may be taught, day by day, the rights and duties of citizen- 
ship, and the spirit of equalit}^ justice, and kindness, on which they 
are based; 

That our teachers, as tlie^^ train us to be independent in the solving 
of mathematical problems, shall train us to deal in the same way with 
the civic and social problems which arise daily in our midst; 

We ask this most especially for these two reasons: 

First, that we may enjoy at the present time the pleasures and all the 
advantages of true democracy, and at once begin active service for the 
welfare of ourselves, our schools, our community, and our country; and 
second, that we may be fully prepared, and in the habit of performing 
our civic duties, when we arrive at the age of twenty-one years and 
come into our full heritage of adult citizenship. 

. PLEDGE. 

Recognizing that it is a great privilege which has been granted to us, 
we solemnh^ promise that we will be loyal, obedient and faithful to 
every branch of our government from that of the United States of 
America and our State, to our own local School Republic, and to all 
lawful authority; that we will endeavor to make good laws and to ob- 
serve them; that we will use our best judgment in choosing officers; 
that when chosen to any office we will accept the responsibility, 
and perform the duties to the best of our ability; that we will encour- 
age and help our officers without reference to the way our individual 
votes may have been cast; that if summoned to appear in court we will 
comply, and give ever}- reasonable assistance to enable the judge to 
discover the truth and to arrive at a just decision, whatever our relation 
may be to the case; that we will abide by the judgment of our court, when 
approved by the principal of our school; and that we will, to the best of 
our abilit\', perform faithfully all the duties of citizenship. 

JUDICIAL. 

LEGAL TERMS AND FORMALITIES — .SOME LAW TERMS. 

An Arrest, in the School Republic, generally consists in the police- 
man's saying to the person to be arrested, "l arrest you for breaking 
the law." There is generally no place of confinement, and the police- 
man has no occasion to touch the offender. It amounts to a notifica- 
tion that he will have to be tried by the Court for the wrong he has 
done. 



20 THE SCHOOL REPUBLIC IN INDIAN SCHOOLS. 

A policeman who sees a wrong clone, may make an arrest on the 
spot, without any warrant or other formality. 

A Warrant is a writing by the Court ordering an arrest, a search or 
a seizure, and is used in School City Courts. 

A Summons is an order to a defendant to appear in Court in a civil 
action, but is not used in the School City at present, as there are no 
civil cases or actions. 

There are two kinds of cases or actions in the courts, criminal and 
civil. 

Criminal cases occur when a person does a wrong act. 

Civil cases occur when there is a dispute in reference to some busi- 
ness transaction. 

Criminal and civil cases are tried by the same judges, except in cities 
where there is enough court business to keep one or more judges busy 
on each separate class of cases. 

The Sheriff is an officer of the Court to carry out its orders. 

Police are not officers of the Court, but of the executive department 
of the government. 

All Papers belonging to the court are kept by the clerk of the court. 

COURT cries. 

Following is the proclamation used on opening the court: "Hear ye! 
Hear ye! Hear ye! All manner of persons that have any business to do 
at this court held in and for the School Republic let them draw near and 
give their attention and they shall be heard." 

Then following this cry to the Sheriff: "vSheriff of this School Repub- 
lic return the writs and precepts to you directed and delivered, and re- 
turnable here this day, that the court may proceed thereon!" 

At the adjournment of court the Crier proclaims: "Hear ye! Hear ye! 
Hear ye! x\ll manner of persons who have any further business to do 
at this court, may depart hence and appear here tomorrow morning at 
9 o'clock, (give right time) to which time this court is adjourned." 

These cries are not generally used in the lowest courts, but if desired, 
may be in all courts of the School Republic. They certainly add digni- 
ty to the proceedings. 

COURT PROCEDURE. 

When a citizen transgresses some legal regulation, in the presence of a 
policeman, he may be arrested without warrant, by a simple statement, 

' 'You are arrested for the offence of " 

or "for breaking the law." Otherwise, information is laid before a 
judge or magistrate, by any citizen and a warrant procured for his arrest, 
and the warrant delivered to a policeman who will make the arrest. 



THE SCHOOL, REPUBWC IN INDIAN SCHOOLS. 21 

The judge appoints the time for holding court. He taps a bell and 
says: "The court will come to order." He then turns to the clerk 
and says: "The clerk will call the first case." The clerk then an- 
nounces the name of the accused and reads the charge. The court in- 
structs the accused that he is entitled to counsel, and if he desires it, 
time is given to secure the same. An officer generally acts as messen- 
ger to secure the attorney. If he says he does not want counsel the 
judge addresses the accused, "You have heard the charge, are you 
guilty or not guilty?' ' 

If the person arrested pleads "Guilty:" 

1. The judge then directs the city attorney to read a detailed state- 
ment of the misdemeanor (usually the report of arrest as told by the 
clerk). 

2. The judge then asks the defendant: "Have you anything to 
say why sentence should not be passed upon you?" 

3. This is sometimes answered by the defendant's attorney who rises 
and asks for leniency on account of extenuating circumstances which 
he explains. 

4. If there are several judges, the presiding judge requests the others 
to ask any questions they may wish. 

5. The court (the judges) retires and consults concerning the pun- 
ishment. 

6. Upon their return the presiding judge pronounces the sentence, 
the offender standing to receive it. 

If the plea is "Not guilty:" 

1. The people's attorney outlines his case and calls witnesses. 

2. These witnesses take the following pledge, answering "Yes" to 
the question asked by the clerk, "Do you, on your honor as a citizen, 
promise that the evidence you shall give in the matter of difference be- 
tween the people of the School Republic and , 

the defendant, shall be truth, the whole truth, and nothing but the 
truth?" 

3. They are examined and cross-examined. 

4. The defendant's attorney follows the same line of action and 
presents his case to the court, and then sums up the case. 

5. After him the people's attorney sums up the case. 

6. The judges retire and deliberate as before. 

7. The verdict is brought in and the sentence pronounced. 

8. After all cases are disposed of the judge declares the court ad- 
journed. 

It is the sheriff's duty to attend to the enforcement of the sentences. 



^2 THE SCHOOL REPUBLIC IN INDIAN SCHOOLS. 

JURY. 

It is generally best to di.scoiirage the complications of a jury, especially 
in trivial matters. 

The defendant may demand a trial by jury, in which case the trial is 
adjourned for a sufficient length of time to allow the jury to be drawn. 
This need not be for more than a few minutes. 

The jury is selected thus: 

1. The clerk of the court, in the presence of the judge (or the pre- 
siding judge and one other, if there are several judges), the sheriff, 
and as many citizens as wish to be present, public notice having been 
given, draws twelve names from the jury box in which have been de- 
posited, on separate slips, the names of all the qualified jurors in that 
court. In a School Republic any student designated by the sheriff is 
subject to jury duty. 

2. A list of these twelve names is given to the sheriff, who notifies 
each person named to appear at the time to which the case is adjourned. 

3. When the case is called six of the twelve persons selected act as 
a trial jury. 

4. The attorne3'S for the prosecution and for the defence have a 
right to examine each juror as to his qualifications and may object to any 
juror for cause, the objections to be ruled upon by the judge. 

5. After six jurors have been selected they answer "Yes" to the 
following question: "Do you solemnl}' promise to try the matter of 
difference between the people of this School Republic and 

, the defendant herein and a true verdict render according 
to the evidence?" 

6. They are then put in charge of the sheriff or constable who is re- 
quired to make the following affirmation, the clerk saying: "You shall 
well and trulj^ ke^p every person sworn on this jury in some private 
and convenient place, without meat or drink, water excepted; you 
shall not speak to them yourself, nor suffer any person to speak to 
them, without leave of the court, except it be to ask them whether 
they have agreed on a verdict, until the}' have so agreed on their ver- 
dict." The sheriff, marshall or constable answers: "l will." 

THE COURT OF THE McCABE SCHOOL STATE, IN PUBLIC SCHOOL 

NO. 109, BROOKLYN. 

"Hear ye! hear ye! hear ye! All persons having any business at this 
Court will draw near and give attention. L,et all others depart." 

These words solemnly intoned by a bright little lad of fourteen, 
opened the session of Court. The boy was the clerk of the Court of 



THE SCHOOIv REPUBIvIC IN INDIAN SCHOOLS. 23 

the McCabe School State, an organization of the pupils of Public 
School No. 109, in the Borough of Brooklyn, New York City, formed 
for the purpose of teaching self-government. 

It was Friday and the school work was over. From each class room, 
groups of children emerged and proceeded to the assembly hall, where 
the trials were held. Within a few minutes, there were about eight 
hundred boys and girls seated and eagerly awaiting the opening of the 
Court. Here and there the sheriffs quieted the noisy throng. Of this 
there was little need, for, as soon as the justice had appeared on the 
scene, the Court attendants, two sturdy youngsters, closed the doors, 
and the audience became silent and orderly, ready to look and listen. 
From the day of its institution, this Court has been a novelty, and such 
it remains to this day. 

The justice, one of their own number elected by the pupils, has 
mounted the platform in front of the room. By his side, two other boys 
are seated; one is the attorney-general who prosecutes the accused and 
the other acts as clerk. At a nod from the justice, the clerk begins to 
call the "calendar." This is a list of the cases that are to be tried. 
One copy of the ' 'calendar' ' had been posted on the bulletin board in the 
yard, so that any citizen of the School State might know when and 
what cases would come up for trial . A second copy had been given to 
the judge. The clerk calls out in a loud voice: 

"Those whose names are called answer 'Ready.' Sheriff, please an- 
swer for all absentees, giving reason for such absence." 

The clerk then proceeds to call the names of some thirty defendants. 
Many of them answer, "Ready." Now and then, the sheriff of a 
certain city or class room will step forward and explain that John Smith 
has been discharged from school and is now working; or James Jones 
has been transferred to another school. In such cases the clerk notes 
the answer on his records and the Court dismisses the case for want of 
jurisdiction. In the mean time, the judge has also marked on his 
calendar the cases that are ready and now rises and says: 

"McCabe School State against Harry Brown, Harry Brown, step for- 
ward." 

From some where in front of the room, one of the boys arises and 
walks to the platform, where he listens to the charge against him. 

Taking up a warrant, the judge reads: 

"Harry Brown, it is herewith charged that on Monday, the tenth day 
of January, 1912, "you did commit the offense of calling Morris Bright 
names." 

"You have heard the charge. What do you plead, guilty, or not 
guilty?" 



24 THE SCHOOL REPUBLIC IN INDIAN SCHOOLS. 

The boy looks up and answers, "Not guilty." Again the judge 
looks at the paper before him and calls the complainant saying to the 
latter, "What do you know of this case?" Then the complainant 
tells his story to the Court. It is brief and to the point. Several wit- 
nesses are called and corroborate his statement. The defendant is also 
allowed to call his witnesses. After hearing both sides the judge turns 
to the defendant and says: "I find j^ou guilty." What have you to 
say before the sentence is imposed upon you?" 

Usually he has nothing to say. Sometimes he pleads extenuating 
circumstances or gives some reason why justice should be tempered 
with mercy. Then the offender is sentenced to apologize. 

The next case is called and is dismissed because the complainant 
cannot produce enough proof for his case. "Dismissed for lack of evi- 
dence," the judge announces and passes on to the next. 

A trial lasts from two to five minutes, depending upon the number 
of witnesses called. The sentences imposed vary from a reprimand to 
detention after school, or reduction in class standing. Should the 
justice find it difficult to decide a case, he adjourns the trial, in the 
meantime consulting with the advising teacher. This ordinarily takes 
but a moment. 

After the calendar of thirty cases has been disposed of, the clerk 
again rises, taps upon the table, and adjourns the Court, saying, "Hear 
ye! hear ye! hear ye! All persons having any further business at this 
Court depart, and return hither at the next session. The Court is ad- 
journed." 

COURT OF THE CHEMAWA INDIAN REPUBLIC. 

On the morning of March 18, 1912, Frank Sortor, Thomas Hawdey, 
Bryan Hall, Jay Stevens, George Pepion, Ross Fox and Levi Martin, 
all citizens, violated the rules and laws of the Republic by going over 
the hill at the south end of the base ball field as if to smoke in this 
secluded spot. 

The school disciplinarian saw the boys go there and gather in a group 
but the smoke could not be seen at that distance. 

The disciplinarian reported this case to Chief Justice Joseph Dunbar. 
A session of the court was called in the disciplinarian's office at 6 P. M. 
Mar. 18, 1912. 

Chief Justice Dunbar called the court to order. 

The office of marshall being vacant, the Judge appointed Kiutus Jim. 
The new appointee came to the desk of the clerk of the court, who 
said to him, "Please hold up your right hand and repeat after me the 
following oath of office:" 



THE SCHOOL, REPUBLIC IN INDIAN SCHOOLS. . 25 

"I do solemnly swear to support the constitution of the United States 
and defend it ag-ainst all enemies, both domestic and foreign, and to 
perform the duties of my office in the School Republic to the best of my 
knowledge and ability, so help me God." 

The clerk read the charges against the young men. Justice Dunbar 
said, "Are you guilty or not guilty?" All plead "not guilty." The 
disciplinarian at this point addressed the court and the defendants as 
follows: * 'As an officer of the Indian Service, I challenge the plea of not 
guilty. These young men are smokers and under the circumstances 
their going over the hill and gathering in a group is evidence that they 
were smoking." 

The complainant did not see the smoke and the court ruled that as 
long as there was no smoke in evidence the defendants should be given 
the advantage of the doubt. 

Attorney-General Minesinger asked each one if he would not be glad 
to discontinue this unmanly habit. All agreed that they would be glad 
to do so but that it is not easily done. Some thought they had will 
power enough to stop. Frank Sortor said, "I can not say that I can or 
that I can not, but about two years ago while under training for the 
relay race I knew that tobacco would interfere with my efficiency, and 
I had not the slightest desire for it during the six weeks. As soon as 
the event for which we were training was past the old desire came back 
and I have yielded to it ever since. If we could have some interest 
continually to correspond with the training, it would be easy to let the 
habit go forever. 

"l think that if we were permitted to build for ourselves some out-of- 
door gymnastic apparatus with trapeze, traveling rings, parallel bars 
and such things, we would so use our time and thoughts in the con- 
structing and use of these things as to relieve us of the temptation to 
chew and smoke. ' ' 

The Judge said: "All of you know that tobacco degrades you and 
that for your own good you ought to let it alone. Moreover, you know 
that your example is an important influence on the smaller boys. The 
United States Government has established this school to aid us in mak- 
ing the best of our lives. We are not doing our best to co-operate 
with the Government for our own good while we have anything to do 
with tobacco. 

"For all these reasons, I ask you to acton the suggestion of Mr. Sor- 
tor, to use your leisure thoughts and physical energy in constructing 
useful things and in healthful recreation. Are you willing to do this?" 
All earnestly replied, "I will," and the Judge said, "Under these cir- 
cumstances this case is dismissed." 



26 THE SCHOOL REPUBLIC IN INDIAN SCHOOLvS. 

The next case was that of eleven boys who pleaded guilty to the 
charge of going beyond the allowed limits, into the cow barn hay loft to 
play. One boy pleaded "not guilty," but he acknowledged that he 
had done as the other boys. The terms ' 'guilty' ' and ' 'not guilty' ' were 
explained to him and he then pleaded "guilty." All were sentenced 
to work during the recreation periods of one day, under orders of the 
disciplinarian. 

CONGRESS OF THE CHEMAWA INDIAN REPUBLIC. 

ACCOUNT OF A SESSION. 

A session was held at 7 P. M. ^Monday, March 25, 1912, in the school assembly 
room. 

There were present the President of the Congress (Vice-President of the Repub- 
lic) and a majority of the Members. 

What each one said is recorded here. 

President. S^Rappini^ on desk'\. This meeting will now come to order. \^Silence"\. 
There is evidently a quorum of the Congress present and the meeting is now open 
for business. 

President. I appoint Loulin Brewer to be Clerk pro tempore. The clerk will 
read the minutes of the first meeting of the Congress of the Chemawa Indian Re- 
public. \ Clerk reads as fallows']: 

The first meeting of the Congress of the Chemawa Indian Republic was held at 
7:30 P. M., March 4th, 1912, in the assembly hall of the school. 

The Congress was called to order by the Vice-President, who is President of the 
Congress. 

Bill No. 1 was offered as follows: 

Be it enacted by the Congress of the Chemawa Indian Republic, That the citi- 
zens of this Republic be organized into two bodies for social entertainments, name- 
\y\ a senior organization to be composed of students twelve years of age and more, 
and a junior organization to be composed of students less than twelve years of age; 
the senior assemblies to be held in the large gymnasium and the junior assem- 
blies in the small gymnasium. 

It was explained that the object is to permit each organization to enjoy the usual 
school socials in separate buildings, as the large g3-mnasium is too small for run- 
ning, playing and dancing at one time for the entire student bod}-, and that the 
comfort and enjoyment of all the students, irrespective of age, would be advanced 
by such an arrangement. There was a general discussion, but the Bill was finally 
laid on the table. 

.A motion to adjourn was made and seconded. The Congress was adjourned 
sine die. 

President. If there is no objection, the minutes as read will stand approved. 
There are no objections heard and the minutes as read stand approved. 

President. A message from the President of our Republic has been received. 
The clerk will please read it. 

The clerk. S^Reads], 
To THE Congress of the Chemawa Indian Republic: 

Our buildings are in a beautiful park, which is defaced by worn spots leading 
away from the cement paths. This indicates that supplementary paths are needed. 



THE SGHOOIv REPUBIvIC IN INDIAN SGHOOIvS. 27 

Other improvements and repairs are needed from time to time about the build- 
ings and grounds. To take care of this business I have appointed two Commission- 
ers of Public Works, Ethel Roberts to look after such matters in connection with 
the girls' buildings and grounds, and Galucia Nelson in reference to all other 
buildings and grounds. 

We are encouraged by the Commissioner of Indian Affairs to have out-of-door 
play grounds and apparatus. The way having been opened for us I have appointed 
two Commissioners of Playgrounds, to look after the constructing, care and repairs 
of play ground apparatus, L/ubova Siftsoff to look after these matters on the girls' 
grounds, and Louis Dan on the boys' grounds. 

I submit these four appointments to you for j-our approval. 

Given under my hand and seal this 25th day of March, 1912. 

BURNEY Wir^SON, 

President. 
IvEB Evans, 
Secretary of State. 

Jfr. Jim. Madam President. 

President. Mr. Jim. 

Mr. Jim. I move that these appointments be confirmed. 

Mr. Eagle. Madam President. 

President. Mr. Eagle. 

Mr. Eagle. I second the motion. 

President. The motion has been seconded. What have you to sa}'? \_.'Silence\. 
Are you ready for the question? [ Waits a monient and no reply']. All in favor of 
the motion to confirm these four appointments say "Aye." \_All vote aye]. All 
opposed say "No." ^No response]. The motion is carried unanimously and the 
appointments are approved. 

Mr. Minesinger . I move the adoption of the following resolution: 

Resolved that the Commissioner of Public Works is hereby directed to take such 
action in relation to a more direct walk from the railroad station across the south 
lawn to the school house, and the constructing and iiuproving of paths elsewhere, 
as the school authorities may sanction. 

Mr. Chuck. Madam President. 

President. Mr. Chuck. 

Mr. Chuck. I second the motion for the adoption of the resolution. 

President. The motion has been seconded and discussion on the adoption of 
this resolution is in order. What have yovi to say? 

Mr. Sortor. Madam President. 

President. Mr. vSortor. 

3Ir. Sortor. This is a matter of considerable importance. As some of our paths 
are constructed apparently for ornament on paper rather than for business, we con- 
stantly leave these curved paths and thereby not only disfigure the grounds, but at 
least appear to be lawless. The paths ought to be corrected in the interest of law, 
order, economy of time and efficiency, and for this reason I have offered this resolution. 

Miss Wise. Madam President. 
President. Miss Wise. 

Miss Wise. I object to this resolution. The architect knows what is symmet- 
rical. Both sides are drawn alike. The south entrance to the school yard is fur- 
ther from the school house than the north entrance, and the curves would not be 
symmetrical were they drawn in reference to that fact. He knew what he wanted 



28 THE SCHOOL REPUBIvIC IN IxNDIAN SCHOOLS. 

and the pupils ought to be required to keep to his lines. Anj- how, there is more 
time than anything else, and it is a good thing to have paths that will use some of 
it. Another reason why I think the cement paths are all right as they are, is that 
it is good discipline to be compelled to do things you don't like to do. Of course 
no person does keep to that cement path on the south side, but I think they ought 
to be compelled to do it just as a matter of discipline. 

Miss B>ozati. Madam President. 

President. Miss Brown. 

Miss Bro'cvn. I think that every one of those ideas is so absurd that no further 
time should be wasted on them. 

President. Have you anything further to say on the adoption of this resolution? 
\_ Waiting a moment and tw response being mad€'\. Are you ready for the ques- 
tion? Those in favor of the adoption of this resolution say "Aye." \_Apparently 
all vote aye]. Those opposed say "No." [A /etv nos]. This resolution has been 
adopted almost unanimously'. 

Miss Wilson. Madam President. 

President. Miss Wilson. 

Miss Wilson. I move the adoption of the following bill: 

A BILL. (C. 2.) 
TO ESTABLISH A DEPARTMENT OF SECRET SERVICE. 

Be it enacted by the Congress of the Chemawa Indian Republic, That there is 
hereby established a Department of Secret Service which shall have control of 
matters concerning missing articles, the destruction and defacing of school prop- 
erty and of all other forms of evil which from their nature should not be made 
public. 

The President is the head of the Department of Secret Service and has power to 
appoint as many officers of the department as he shall deem necessary, and 
such officers shall be known only to the President. 

All reports of the officers shall be made only to the President, and such reports 
shall be made in writing. 

All matters for the investigation of the department shall be reported to the 
President immediately after their discover or no attention will be paid to them. 

This law is to take effect immediately upon its passage. 

3/iss Evans. Madam President. 

President. Miss Evans. 

Miss Evans. I second the motion for the adoption of this bill. 

President. This motion has been seconded and discussion on the adoption of 
this bill is in order. This is a matter of much importance, but as all are familiar 
with the necessitj' for such a provision, it will not be necessary to spend much time con- 
sidering it. What have you to say? 

Miss Ford. Madam President. 

President. Miss Ford. 

Miss Ford. Some person is making a good deal of trouble in the school. I 
think it will not be difficult to find the wrong doer, but if this should be done in a 
public waj-, and "an example is made" as they say, the unfortunate one's reputa- 
tion will be forever ruined, in the estimation of the students, but if the matter can 
be dealt with in a quiet way, both the character and the reputation of the erring 
jjupil may be saved. I favor the bill. 

President. Have you anything further to say on the passage of this bill? 
[ Waiting a moment and no response being made]. Are you ready for 



THE) SCHOOIv REPUBUC IN INDIAN SCHOOLS. 29 

the question? Those in favor of this bill saj- "Aye." {^Apparently all vote Aye~\. 
Those opposed sa}' "No." \_No responsel. This bill has been unanimousl}' passed. 
Is there an}- further business? [iVo response]. A motion to adjourn is in order. 

J/iss Miller. Madam President. 

President. Miss Miller. 

Miss 3Iiller. J move that we adjourn. 

3fr. AduDis. [Addressing the ehair]. I second the motion to adjourn. 

President. Those in favor of the motion to' adjourn say "Aye." \_All2'ote Aye\. 
Those opposed say "No." The meeting stands adjourned. 

RECORD KEPT IN THE EXECUTIVE DEPARTMENT. 

The Secretary of State and the City Clerk should each keep a record of the ex- 
ecutive department, quite separate from the books and records kept by the clerks 
of the legislative and judicial departments. I'he following may be suggestive of 
how the secretarj' or clerk of the executive department may begin his record: 

THE CHEMAWA INDIAN REPUBLIC 

CHEMAWA, OREGON, February 23, 1912. 

On February 23, 1912, a mass meeting was held in the school assembly hall, and 
was attended by all the teachers and other employees and the pupils of the school. 

Mr. Chalcraft, the Superintendent, said in effect that all would welcome Mr. Gill 
back to the school, on his mission from the Government to aid us in more fully 
organizing our civic educational work, and that it had been decided to organize all 
the pupils of the school as citizens of a federal government, which would have jur- 
isdiction every place on the school lands not otherwise provided for. 

The academic school building and grounds will be considered a federal district, 
somewhat like that of the "District of Columbia, in which the pupils of each session 
in each school room will be organized as a city, making 17 cities. 

Each of the five dormitories will be a state, the territory of which will be the 
building and adjacent grounds. 

The industrial buildings and farm will be under the federal jurisdiction. 

The pupils adopted unanimousl)- a federal and a state constitution, a cit}- charter 
and a brief code of laws suggested b_v Mr. Gill, all being based on the Golden Rule. 

The pupils wished to name their republic "Chalcraft." Mr. Chalcraft said that 
he was greatly pleased with the compliment, but under the circumstances wished 
they would adopt another name, and suggested "The Chemawa Indian Republic," 
which was adopted unanimously. The pupils of the several states adopted names 
as follows: The large girls, McBride; small girls. Swastika, good luck; large boys. 
Progress; medium boys, Wilkinson, for Major Wilkinson who founded the school; 
the small boys, Philadelphia, brotherly love. The 17 cities were named as follows: 
Pacific, Royerville, Gillville, London, Rennersburg, Charlos, Seattle, Willam- 
ette, Villa Grande, Loyalty, Buenos, St. Petersburg, Hiawatha, Baltimore, Idaho, 
Gillburg, Washington. 

The following federal officers were elected: President, Burney Wilson; vice- 
president, to preside over meetings of the congress, Augusta Chamberlain; secre- 
tary of state, Lee PC vans; justices of the federal court, for the girls, Maude Lowry; 
for the boys, Joseph Dunbar; attorney-general, James Minesinger. 

In accord with this plan, as far as we can make it practicable, to develop leader- 
ship and power of initiative, each academic class will elect daily for the following 
daj', teachers to act under instruction of the adult teachers. The industrial classes 
will elect foremen each week. 

The meeting adjourned at 9 o'clock. 



30 THE SCHOOL REPUBLIC IN INDIAN SCHOOLS. 

AID FOR KEEPING THE RECORDS. 

To aid the clerks of the School Republic courts and legislative bodies in keeping 
their records, the writer has made the following list of items that should be en- 
tered. These may be type-written and pasted on the inside of the front cover of 
the blank books so that the lists will extend beyond the edges of the books and 
can be read when the books are open at any page. It will then be possible to 
read from the lists over on to the blank pages where the entries are to be made. 
When the books are not in use the lists are folded out of the way. It will pa\' for 
the trouble to first paste muslin on the back of the paper to keep it from cracking 
where it folds. 

If there is not room on the left page for the full record of the meetings, use the 
right hand page also. For instance, should there not be room for all the names of 
the members present, then, near the top of the right hand page, finish the list 
this way: 

3. (Continued) Harry French, Mary English, Patrick Ireland, Jennie 
Poland. 

Any other item may be continued in the same way, giving first the number of 
the item. 

If the right hand page is not needed to complete the record begun on the left 
hand page, it may be used for a new record. In that case the clerk ma}' omit the 
titles, using only the figure representing the title of each item. 

A good size blank book for the purpose is 8 x 10 inches, such as the one in the 
Department of the Interior Annual Estimate Book, numbered 5-931. 

If it is impracticable to get readj'-made blank books, they can be constructed 
easily out of a quire or two of letter paper or foolscap, one quire put inside of the 
other and sewed through the back and through a strip of canvas or muslin, which 
can be glued on pasteboard sides and the book covered with cloth or some good 
paper. 

TATTLING, GOSSIP AND HONORABLE ENFORCEMENT OF LAW. 

Tattling is a form of gossip which is founded on a disposition on the part of the 
tale-bearer to do evil to the person against whom the report is made. 

Reporting to the proper authorities wrongs that have been done is a form of giv- 
ing information that is honorable. A victim of a wrong owes it to the community 
to do his part toward ending such wrong, even though it ma}' be disagreeable to 
do so. 

Giving needed legal information may be done in a manner and in language that 
does not show a good intention. The person in authority can not alwaj'S easily 
<li.stinguish between tattling and giving needed information. ' He must be careful 
not to misjudge the informant, and while he should kindl}' discourage the gossip- 
ing of a tattler, he should give to the justified informer earnest attention to show a 
spirit of sympathy and helpfulness, and should respect his confidence as he appre- 
ciates the purity of his motive. 

When young pupils become citizens of a republic and their interest is aroused, 
they are apt to be eager to report every fancied infraction of the law. The teacher 
needs to be careful not to condemn this as tattling, but should work out of it as 
tactfully and patientlj' as possible the pureh* fault finding and tattling element, 
without chilling the children's interest. The teacher must keep in mind that the 
school republic is a method for his use, and as in arithmetic, his own maintained 
enthusiasm is essential to success. 



Minutes of the Court 

1. Date of this entry: 

2. Name of Complainant: 

3. Name of Defendant: 

4. Name of officer who 

made arrest: 

5. Name of People's Attor- 

ney: 

6. Name o f Defendant's 

Attorney: 

7. Name of Complainant's 

Witnesses: 

8. Name o f Defendant's 

Witnesses: 



9. Date of hearing: -2 

10. statement o f the of- § 
fense charged: 2 



11. Plea, guilty or not 

guilty: 

12. Defense: 



13. Sentence: 



14. The above entries are 

correct: [Signature of 
Clerk of Court]. 

15. Approved: [Signatureof 

presiding Judge]. 

16. Approved: [vSignatureof 

Superintendent] . 



Jouraal of the 
Legislative Body 

1. Place and time of meet- 

ing: 

2. Name of presiding of- 

ficer: 

3. Names of members pres- 

ent: [In case the legis- 
lative body is composed 
of all the citizens, sim- 
ply state that a majority 
was present]. 

4. Names of members ab- 

sent: [See note above]. 

. Minutes of last meeting 
read: [and approved or 
amended]. 

6. Communications read: 



7. Appointment confirmed: 5 

a 



The following reports 
were read: 



9. Old bu.siness: 
10. New business: 



11. Time of adjournment: 



Approved by counsel: 
[Date and signature of 
City Clerk]. 
13. Approved: [Signatureof 
Teacher or other a(kilt 
in authority]. 

14; Approved by Superin- 
tendent. 



32 THE SCHOOL REPUBLIC IN IKDIAN SCHOOLS. 

THE EXECUTIVE. 

A perfect executive officer, if such a person exist, is described in part as follows: 

The mainspring of his life and action is love for his fellow creatures, consider- 
ation for whose welfare and both present and future happiness never escapes him. 

"Tomorrow" is a word of disaster, "now" is a word of success; but sometimes 
one must wait with patience and self-sacrifice. 

Because of the danger from fire, the loss of time, energy and money, dulling of 
the best spirit and other considerations, he prohibits the use of tobacco and liquors 
in his establishment. For similar reasons he prohibits profanity and other foul 
language. 

For all mechanical work he provides drawings and specifications. 

He invites suggestions for improvements from every source, even the most 
humble, and provides means by which tliey receive full consideration and adoption 
if worthy. 

He holds frequent and regular meetings of the heads of departments or most 
important assistants, for consultations, to facilitate harmonious and effective co- 
operation; and for these and all meetings he has well preparefl and written pro- 
grams. 

Wherever there is to be joint action, he provides written programs, marking out 
the specific duties, rights and powers of all persons engaged in the organization, 
that all overlapping and friction may be avoided. 

He helps subordinates to understand the best way to perform their duties. He 
does this by personal contact, not by written notes alone. They need encourage- 
ment. 

He does not tolerate gossip, quarreling and bickering among his subordinates, 
but requires good-natured, friendh' and hearty co-operation by every person in the 
(organization. He sees the good in each one and commends it. 

If in the School Republic, or any organization, the interest begins to lag, anrl 
there is danger of failure, it is because the general manager does not sustain his 
own enthusiasm; no plan will work itself, and young people almost invariably will 
let any work lag, without regard to their original enthusiasm, unless the head- 
master whatever his title may be, is deeplj' interested in the work and has the skill 
and perseverance necessary to hold up their interest. 

Sarcasm can have no legitimate place in any executive ~Mork . A ivritten order 
that has in it a touch of sarcasm is the height of folly. The one ivho lacks so much 
in wisdom and the spirit of kindness and gentility as to indulge in sarcasm, will 
fheieby inject a deadly poison into his ivhole organization. No amount of skill and 
kindness can remove the scar of a sarcastic cut. Those who seem to be his most 
staunch friends ivill not stay in his organization if there is any reaso7iable escape. 

If the best physical, moral and civic development is to be obtained for any child 
or Vjody of children, it must be through wise provisions for the development of all 
its faculties and cultivation of the heart, head and hand, and all of the 24 hours 
must Ije completely provided for. Every day must have its proper amount of rest, 
recreation and physical and mental work, so that no unprovided for time shall re- 
main for mischief. .As far as practicable, children should have a place of their own 
for their clothes and other propert}' and loe enabled to earn, pay for and own the books 
and other personal property which they have to use, and also to earn the money 
with which they may pay for their board, washing, clothing and education, toys, 
tools and materials which the\- use. In all matters there should be a watchful eye, 
helping hand, sympathizing heart, helping the child to be happy and to develop 
his own individuality. 

No person is perfect, but it is the duty of every person to patientlv endeavor to 
possess the best character and to set a good example. 



\ 



WILSON L. GILL, 

Supervisor at Largfr of Indian Schools. 
501 W, Mt. Pleasant Ave., Germin*^/tw:, 



LIBRARY OF CONGRESS ! ^ 



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